SAMPLE YEAR 1 MASTERING THE MATHEMATICS CURRICULUM. Written by Laura Sumner. Including CD-ROM for whiteboard use or printing

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1 Including CD-ROM for whiteboard use or printing MASTERING THE MATHEMATICS CURRICULUM YEAR 1 Written by Laura Sumner

2 MASTERING THE MATHEMATICS CURRICULUM YEAR 1 Written by Laura Sumner

3 Acknowledgements: Author: Laura Sumner Cover and Page Design: Jerry Fowler Illustration: Jerry Fowler and Kathryn Webster The right of Laura Sumner to be identified as the author of this publication has been asserted by her in accordance with the Copyright, Designs and Patents Act HeadStart Primary Ltd Elker Lane Clitheroe BB7 9HZ T E. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Published by HeadStart Primary Ltd 2018 HeadStart Primary Ltd 2018 A record for this book is available from the British Library ISBN:

4 MASTERING THE MATHEMATICS CURRICULUM RATIONALE Background Teachers Notes Year 1 This book has been written taking into account the principles outlined in the current Mathematics curriculum. It focuses on a mastery approach to teaching mathematics, as outlined by NCETM s director, Charlie Stripp, in the short paper entitled Mastery approaches to mathematics and the new national curriculum. In addition, account is taken of the Oxford University Press series Teaching for Mastery. Achieving mastery Emphasis is placed on the importance of children fully mastering mathematical concepts and principles so that, as well as being able to complete mathematical tasks, they are able to gain a deep understanding about why mathematical procedures work. Underlying this, is an expectation that all children can accomplish high standards. Consequently, teachers need to be able to focus their time on planning highly effective strategies to teach and model mathematical concepts for children. Charlie Stripp highlights the value of well-planned and focused lessons, where teachers explore and enhance children s understanding through highly effective and precise questioning. Additionally, he points to the importance of effective practice and consolidation of key concepts. Therefore, the over-riding aim of this book is to provide examples for children to practise the concepts they are being taught, thereby allowing teachers more time to focus on achieving high quality teaching. Consequently, for each objective within the mathematics curriculum, as outlined in the Statutory requirements and the Notes and guidance, there is at least one page of pertinent questions which children can complete during a lesson or for homework. For objectives such as performing mental calculations, a number of pages are available for children to practise a range of appropriate strategies. Focused discussion, with teachers and other adults, about the concepts highlighted will enhance children s depth of understanding and mastery of the curriculum. Copyright HeadStart Primary Ltd YEAR 1

5 MASTERING THE MATHEMATICS CURRICULUM Teachers Notes Year 1 Embedding mastery Opportunities for children to practise and demonstrate their mastery of mathematical concepts run through all the pages within the book. So that children can gain an in-depth understanding of each concept, the book is designed to provide examples precisely matched to each specific objective. Having this deep understanding will enable children to apply their knowledge and skills to different contexts, sometimes requiring an understanding of a range of objectives and concepts. Therefore, the book also includes further pages to provide an opportunity for children to practise and demonstrate this level of mastery. So, for each domain within the curriculum, there are specific pages linked to each objective, as well as further mastery pages which draw together the concepts within the whole domain. DIFFERENTIATION The Teaching for Mastery Oxford University Press series recommends that the class should work together on the same topic, whilst at the same time addressing the need for all pupils to master the curriculum and for some to gain greater depth of proficiency and understanding. The NCETM paper Mastery approaches to teaching mathematics and the new national curriculum suggests that differentiation occurs in the support and intervention provided to different pupils. The book is designed to meet these recommendations. Some groups of children may benefit from additional adult support and intervention to complete the examples, and develop their proficiency and understanding. In general, the examples are arranged so that they become progressively more difficult within each question or on each page. The Teaching for Mastery series suggests that there should not be a need for additional catch-up programmes. However, some groups may require targeted intervention to reinforce their understanding of their own year group s concepts through carrying out work at a level appropriate to their current ability. Therefore, some children could work on relevant pages from the HeadStart books for other year groups, whilst still working on the same topic as the rest of the class. ASSESSING CHILDREN S PROGRESS This book is not designed to be used as a summative tool. Nevertheless, as the book is based on the Year 1 expectations within the mathematics curriculum, it can support teachers in making formative assessments about children s progress towards those expectations. Furthermore, the book can provide diagnostic information about aspects of the curriculum for which individual children, or groups of children, may need further support or enhancement. Copyright HeadStart Primary Ltd YEAR 1

6 MASTERING THE MATHEMATICS CURRICULUM Teachers Notes Year 1 USING THE BOOK For younger children, who are still developing reading skills, it may be beneficial for some pages to be read by an adult so that children are able to focus on the mathematical content and concepts. The book is designed so that children are able to write answers on the photocopied or printed sheets, which may be particularly useful if given as homework. However, for most pages, pupils can easily transcribe the work into their exercise books. If the children complete work on photocopied or printed sheets and substantial working out is to be completed, this may need to be carried out separately or in exercise books. In addition to photocopying or printing the pages for the children s use, the enclosed CD can be used to project pages onto an interactive whiteboard, thereby enabling them to be used for modelling and clarification purposes. Copyright HeadStart Primary Ltd YEAR 1

7 CONTENTS Number number and place value Page Objectives Page 1 Count forwards, read and write numbers to and across 100, beginning with 0 or 1, or from any given number Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Pages Count backwards, read and write numbers from any given number up to and beyond 100 Use ordinal numbers Count, read and write numbers to 100 to indicate a quantity Count in twos Count in fives Count in tens Recognise odd and even numbers when counting Given a number, identify one more Given a number, identify one less Identify and represent numbers using objects and pictorial representations including the number line Count and compare numbers up to 100, using the language of: equal, more than, less than (fewer), most, least Recognise repeating patterns with objects and shapes Read and write numbers from 1 to 20 in numerals and words Solve mixed problems involving the number system Number addition and subtraction Page Objectives Page 17 Read and write mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Page 18 Interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Page 19 Represent and use number bonds and related subtraction facts within 10 Page 20 Represent and use number bonds and related subtraction facts within 20 Page 21 Page 22 Page 23 Page 24 Page 25 Pages Add one-digit numbers to 20, including zero Add one-digit and two-digit numbers to 20, including zero Subtract two one-digit numbers, including zero Subtract one-digit and two-digit numbers, including zero Solve missing number problems Solve one-step problems that involve addition Copyright HeadStart Primary Ltd YEAR 1

8 CONTENTS Pages Pages Solve one-step problems that involve subtraction Solve mixed one-step problems involving addition and subtraction (Choose the correct operation) Number multiplication and division Page Pages Pages Pages Pages Page 40 Pages Page 43 Page 44 Pages Pages Pages Pages Page 53 Pages Page 56 Pages Pages Number fractions Page Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Objectives Solve one-step multiplication problems using pictorial representation. Identify the grouping Solve one-step multiplication problems using pictorial representations Solve one-step multiplication problems using arrays. Identify the grouping Solve one-step multiplication problems using arrays Draw and use arrays to solve one-step multiplication problems Solve one-step multiplication word problems Double numbers and quantities Solve problems using doubling Solve one-step division problems using pictorial representations. Identify the grouping Solve one-step problems involving division using pictorial representations Solve one-step division problems using arrays Solve one-step division problems using arrays. Understand that two problems can be solved with one array. Draw and use arrays to solve one-step division problems Solve one-step division word problems Find simple fractions of objects, numbers and quantities Solve problems involving finding fractions Solve one-step problems involving multiplication and division. (Choose the correct operation) Objectives Recognise, find and name a half as one of two equal parts of an object Recognise, find and name a half as one of two equal parts of a shape Recognise, find and name a half as one of two equal parts of a quantity Recognise, find and name a half as one of two equal parts of a length Recognise, find and name a quarter as one of four equal parts of an object Recognise, find and name a quarter as one of four equal parts of a shape Copyright HeadStart Primary Ltd YEAR 1

9 CONTENTS Page 67 Page 68 Pages Measurement Page Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Recognise, find and name a quarter as one of four equal parts of a quantity Recognise, find and name a quarter as one of four equal parts of a length Connect halves and quarters to the equal sharing and grouping of sets of objects and to measures. Recognise and combine halves and quarters as parts of a whole. Objective Compare, describe and solve problems for lengths and heights Compare, describe and solve problems for mass/weights Compare, describe and solve problems for capacity/volume Compare, describe and solve problems for time Measure and begin to record lengths and heights Measure and begin to record mass/weight Measure and begin to record capacity/volume Measure and begin to record time Recognise and know the value of different denominations of coins and notes Sequence events in chronological order using appropriate langguage Recognise and use the language related to dates Tell the time to the hour and half past hour Draw the hands on a clock face to the hour and half past the hour Geometry properties of shapes Page Page 84 Page 85 Objective Recognise and name common 2-D shapes Recognise and name common 3-D shapes Geometry position and direction Page Page 86 Pages Objective Describe position, direction and movement using an amount of turn Use appropriate language to describe position, direction and movement Copyright HeadStart Primary Ltd YEAR 1

10 CONTENTS FURTHER MASTERY PAGES FOR EACH DOMAIN Page Pages Pages Pages Pages Pages Pages ANSWERS Pages Domain Number and place value Addition and Subtraction Multiplication and Division Fractions Measurement Geometry Copyright HeadStart Primary Ltd YEAR 1

11 Number Number and place value Copyright HeadStart Primary Ltd YEAR 1

12 Name Class Date Count forwards, read and write numbers to and across 100, beginning with 0 or 1, or from any given number 1 Start at 0 and count to Now, start at 52 and count to Try to write the missing numbers on the animals. a b c d e Copyright HeadStart Primary Ltd Number number and place value 1 YEAR 1

13 Name Class Date Use ordinal numbers 1 The children are lining up at school. Match the ordinal numbers. One is done for you second fourth first fifth third 2 Write a word to complete the sentences. One is done for you The first toy is the doll. a The toy is the teddy. b The toy is the train. 3 Write the ordinal numbers on the stepping stones. Some are done for you. 1st 2nd 3rd 5th 9th Copyright HeadStart Primary Ltd Number number and place value 3 YEAR 1

14 Number Addition and subtraction Copyright HeadStart Primary Ltd YEAR 1

15 Name Class Date Solve one-step problems that involve addition 1 How many animals are there altogether? 2 Saima and Josh each baked 5 cakes. They put them together on a plate. How many cakes were on the plate? 3 What is the total cost of the lollipop and the crisps? p 5p 4 The height of the bigger box is 13 centimetres. The height of the smaller box is 7 centimetres. What is the total height of both boxes? 13p 7 centimetres 13 centimetres centimetres Continued overleaf Copyright HeadStart Primary Ltd Number addition and subtraction 26 YEAR 1

16 Name Class Date Solve mixed one-step problems involving addition and subtraction (Choose the correct operation) 1 There were 14 blue cubes and 3 red cubes. How many cubes were there altogether? 2 Ayaan thought of the number 6. He added 8 to it. What was his answer? 3 What is the difference between the length of the bus and the length of the bicycle? metres 11 metres 2 metres 4 Jai had 20p. Jessica had 2p. How much more money did Jai have than Jessica? Copyright HeadStart Primary Ltd Number addition and subtraction 30 YEAR 1 p Continued overleaf

17 Number Multiplication and division Copyright HeadStart Primary Ltd YEAR 1

18 Name Class Date Solve one-step multiplication problems using pictorial representation. Identify the grouping 1 groups of 2 toys equal 2 For each of the following, fill in the missing numbers. 3 4 Anya s toys toys in total. 4 groups of flowers make flowers altogether. 5 sweets lots of 5 sweets equal groups of 10 spots equal sweets sweets altogether. spots. 5 sweets Alia s toys Continued overleaf Copyright HeadStart Primary Ltd Number multiplication and division 32 YEAR 1

19 Name Class Date Solve problems involving finding fractions 1 Half of the frogs jumped out of the pond. How many frogs jumped out? 2 Half of the shirts fell off the line. How many shirts were still on the line? 3 Isaac had 20p. Jayden had half as much as Isaac. How much did Jayden have? 4 The rabbit ate one quarter of the carrots. How many carrots did the rabbit eat? Copyright HeadStart Primary Ltd Number multiplication and division 57 YEAR 1 p Continued overleaf

20 Number Fractions Copyright HeadStart Primary Ltd YEAR 1

21 Name Class Date Recognise, find and name a quarter as one of four equal parts of an object 1 Choose a word to complete each sentence. quarter half equals whole a The fraction of the pizza topped with tomatoes topped with grated cheese. b A 2 a Shade a quarter of the jar. Put dots Put lines Put crosses of the pizza is topped with mushrooms. on a quarter of the jar. on a quarter of the jar. on the rest of the jar. b What fraction of the jar has crosses on it? c How many different parts are there on the jar? PIZZA TOPPINGS grated cheese mushrooms sliced pepper tomatoes the fraction Copyright HeadStart Primary Ltd Number fractions 65 YEAR 1

22 Name Class Date Connect halves and quarters to the equal sharing and grouping of sets of objects and to measures. Recognise and combine halves and quarters as parts of a whole. M PL E 1 Half of the bicycles ride away. How many are left? 2 Mr Powell has 8 candles. He puts half on Niko s cake. Draw the candles on the cake. SA 3 What is one quarter of 8 metres? metres 4 Layla, Lucas and Leroy each get one quarter of 12 a What fraction is left? b How much does Layla get? Continued overleaf Copyright HeadStart Primary Ltd 69 Number fractions YEAR 1

23 Measurement Copyright HeadStart Primary Ltd YEAR 1

24 Name Class Date Measure and begin to record mass/weight 1 Put a tick ( ) by the scales you could use to measure weight. a b c d 2 What is the weight shown on each scale? a 3 Now try these. a kg 2 0 kg kg kilograms kilograms b b kg kg kg 17 kilograms kilograms Copyright HeadStart Primary Ltd Measurement 76 YEAR 1

25 Name Class Date Recognise and know the value of different denominations of coins and notes 1 Draw lines to match the money to the value. 5 M PL E 1 5p 10p 1p 50p 10 2 Put a tick ( ) by the set of coins which could be used to pay for the lollipop. 10p b c SA a d 3 Draw 2 different sets of coins which you could use to buy the cake. 12p Copyright HeadStart Primary Ltd 79 Measurement YEAR 1

26 Geometry Properties of shapes Copyright HeadStart Primary Ltd YEAR 1

27 Name Class Date Recognise and name common 3-D shapes 1 Draw a line from each 3-D shape to its name. 2 Write the name of the shape by each item. a b cube sphere cone cuboid pyramid 3 Max said, Is he correct? Explain your answer. d e A cube is just another name for a cuboid. Copyright HeadStart Primary Ltd Geometry properties of shapes 85 YEAR 1

28 Geometry Position and direction Copyright HeadStart Primary Ltd YEAR 1

29 Name Class Date 3 Look at the plan and then put a word in each of the spaces below. Choose from: close forwards backwards up far down a To get to the house, the car should go. b To get to the swings, the car should go. c The garden is to the swimming pool. d The pond is from the garden. e To reach the tower, the boy should walk the hill. f The tree is further the hill than the tower. Copyright HeadStart Primary Ltd Geometry position and direction 88 YEAR 1

30 Further mastery Copyright HeadStart Primary Ltd YEAR 1

31 Name Class Date 4 Write the number 32 in the correct place on each grid below. a 5 Write the missing numbers in the boxes. a 17 is 1 less than. b 24 is 1 more than. c 1 more than 39 is. d is 1 less than 59. e 79 is 1 less than. 6 Put the missing numbers in each section. Look carefully. a b c d b Copyright HeadStart Primary Ltd Further mastery number 90 and place value YEAR 1

32 Name Class Date Further mastery multiplication and division 1 Megan is counting in tens, starting with 20. Maisie is counting in fives, starting with 15. Maisie says, If we carry on counting, we will both say the number 95. Is Maisie correct? Try to explain your answer. 2 There are 6 trays of biscuits. Each tray has the same number of biscuits. How many biscuits are there altogether? 3 Zak has 12 pencils. He puts 2 pencils in each pencil pot. How many pencil pots does he fill? 4 Zoya has 8 pencils. She puts half of the pencils on the desk. How many pencils does Zoya put on the desk? Copyright HeadStart Primary Ltd Continued overleaf Further mastery multiplication 93 YEAR 1 and division

33 Name Class Date Further mastery geometry 1 Draw arrows to put each item in a circle. Write the name of the shapes in each circle. An example is shown. 2 Put a tick by the odd one out. Explain your answer. spheres Copyright HeadStart Primary Ltd Continued overleaf Further mastery geometry 99 YEAR 1

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35 MASTERING THE MATHEMATICS CURRICULUM YEAR 1 covers all National Curriculum objectives focuses on the mastery approach supports lesson planning and saves teacher time provides evidence for formative progress judgements ISBN T E. info@headstartprimary.com